مفهوم الزمن والزمن التاريخي في تدريس التاريخ: مقاربة تحليلية نقدية

الملخص EN

This article attempts to answer a question that is to identify the theoretical and didactic implications of the concept of time being linked to the study of history? and that is by presenting the different connotations of the concept of time and the location of historical time between them, as time is one word and several concepts, through the opinions and work of researchers specialized in the education of history and their connection with the psychology of development and the work of jean Piaget on the development of the concept of time in the child in particular.

that is why this article came in two parts, in the first part the specialists in developmental psychology are interrogated, because it is through their work that the location in which the concept of historical time is acquired in the overall process of mental development is identified.

in the second part of the article, an attempt is made to define the concept of historical time theoretically and didactically, in light of the observations made in the first part.

after dividing the concept of historical time into six distinct aspects, it is possible to determine the educational significance of each aspect.